Abstract in English, Southern Sotho and Xhosa / Global poverty remains one of the significant challenges of human beings in the twenty-first century, despite the United Nation’s declaration that all people have the right to education, work, health, well-being; a healthier environment and equal opportunities. The active role of business organisations is vital and necessary to tackle this challenge. One of the mechanisms that can ensure the participation of business organisations in tackling the challenges of human beings is corporate social responsibility (CSR). Accordingly, the primary purpose of the study was to explore CSR initiatives in Ethiopia, focusing on the small and medium enterprises (SMEs) of the Tigrai Regional State. More specifically, the study aimed at assessing the perceptions SME owners and managers’ perceptions of CSR regarding their economic, legal, ethical, environmental and philanthropic responsibilities. The aim was also to investigate their CSR initiatives and to analyse the driving forces of and barriers to CSR interventions. An exploratory survey research design and a mixed method approach were followed to achieve these objectives. A probability sampling technique was applied to select the 400 sample respondents. A convenient sampling technique was applied to select 15 participants for interviews. Questionnaires, key-informant interviews and secondary documents were used as a means of data collection. Descriptive statistics such as percentages, means, and standard deviations were applied to analyse the quantitative data. The qualitative data was analysed using content analysis where items were transcribed, and emergent themes were identified. The findings of this study are that the SMEs surveyed have an appreciable level of CSR initiatives. They have care and concern towards their employees; the local community and the environment. Furthermore, the SMEs relatively protect the health and safety of their employees, protect against substance abuse and harassment of employees in the workplace; strive to provide professional training to their employees, and arrange orientation programmes, to mention but a few. SMEs have energy and water measurement systems and carry out philanthropic activities that can protect the well-being of the environment, but they are weak in recycling and energy conservation and in creating environmentally friendly new products. At community level, SMEs assist sports activities, road construction, religious organisations and local government. Furthermore, they create gainful employment opportunities. However, they give minimal attention to helping the disabled, war veterans, women, education, and similar areas. The quest for image building, keeping the well-being of the environment, ethical reasons and improving customer relations and loyalty were among the prime factors that motivated SMEs to participate in CSR initiatives. However, the concerted efforts of the enterprises’ participation in CSR activities were constrained by factors such as shortage of finance, lack of skilled and educated workforce who can implement the CSR initiatives and lack of training and information about CSR. To alleviate these constraints, thereby making SMEs the major actors in CSR initiatives, interventions by government and other stakeholders such as NGOs is essential. Furthermore, SMEs should follow a culture-oriented, ethics primary, motivated and collaborative approach rather than profit-oriented CSR. / Ubuhlwempu ehlabathini busengomnye umngeni onzima eluntwini kule nkulungwane yamashumi amabini ananye, nangona iZizwe Ezimanyeneyo zibethelela ukuba bonke abantu banelungelo lokufumana imfundo, umsebenzi, impilo, intlalontle, okusingqongileyo okunempilo namathuba alinganayo. Indima edlalwa ngamaqumrhu orhwebo ingundoqo nesidingo esibalulekileyo ekuhlaseleni lo mngeni. Enye indlela yokuqinisekisa ukuthatha inxaxheba kwamaqumrhu ezorhwebo ekulweni imingeni yoluntu kukulandela inkqubo yoXanduva Lwamaqumrhu Eluntwini, eyaziwa ngokuba yicorporate social responsibilityokanye eshunqulelwa ngokuba yiCSR. Ngoko ke injongo ephambili yolu phando yayikukuqwalasela imizamo yeCSR kwilizwe lase-Ethiopia, kugxininiswa kumashishini amancinci naphakathi (iiSME) kwiphondo eliyiTigrai Regional State. Ngokuthe gca, uphando lwalujolise ekuvavanyeni izimvo zabanini nabaphathi beeSMEngeCSR malunga noxanduva kwezoqoqosho, ezoMthetho, iinqobo zokuziphatha, ezendalo engqongileyo nezenzo zenceba. Enye injongo yayikukufumanisa ngamalinge eCSR nokuhlalutya iimeko eziphembelela nezithibaza imizamo yeCSR. Kwaqala kwenziwa uhlolo zimvo ekutshayeleleni uphando, kwalandeliswa ngomxube weendlela zophando ukuze kuphunyezwe iinjongo. Isampulu yabathathi nxaxheba abangama-400 yayingabantu abakhethwe nje kungajongwanga mpawu zithile. Kwabuya kwakhethwa isampulu yabathathi nxaxheba abali-15 kubantu ababekufuphi nabafumaneka lula ukuze kuqhutywe udliwano ndlebe nabo. Kwaqokelelwa iinkcukacha zolwazi/idatha ngokusebenzisa uluhlu lwemibuzo, udliwano ndlebe nabantu abaphambili nemibhalo eseyikade ikho ngalo mbandela. Ekuhlalutyeni idatha esekelwe kumanani kwenziwa ubalo ngokucacisa amanani anika iipesenti, imindilili neyantlukwano yezibalo ezifunyenweyo nomndilili. Idatha esekelwe kwingxoxo nokuzathuza yahlalutywa ngokuphengulula iziqulatho apho kwabhalwa ulwazi, kwaza kwachongwa imixholo ethile edulayo. Olu phando lufumanise ukuba iiSME zinamalinge eCSR ancomekayo. Zibonakalisa inkathalo kubaqeshwa bazo; kubahlali bendawo nakwindalo ezingqongileyo. Ngaphezulu, iiSME ziyazama ukuyiqaphela impilo nokhuseleko lwabaqeshwa bazo, ziyabakhusela ekusebenziseni gwenxa iziyobisi nasekuphathweni gadalala emsebenzini; zizama nokuqhuba uqeqesho olusemgangathweni kubasebenzi nokucwangcisa iinkqubo zokuqhelisa abafiki emsebenzini – le yimigudu nje embalwa eyenziwa ziiSME. Ezi SME zineenkqubo zokumeta/zokulinganisela amanzi nombane kwaye zenza imisebenzi yenceba yokukhusela indalo ezingqongileyo kodwa zibuthathaka ekusebenziseni kaninzi iimveliso, ekongeni umbane nasekwenzeni iimveliso ezintsha nezingayonakalisiyo indalo engqongileyo. Ekuhlaleni, iiSME zinceda kwezemidlalo, ekwakhiweni kweendlela, kwimibutho yezenkolo naseburhulumenteni bendawo. Ngaphezulu, zidala amathuba omsebenzi aluncedo. Noxa kunjalo, aziniki ngqwalasela yaneleyo ekuncedeni amagqala emfazwe, abafazi, ezemfundo neminye imiba eyeleleyo. Ukunxanelwa ukwakha igama elihle, ukugcina indalo engqongileyo, ukuphucula intsebenziswano nokuthembeka kwabaxumi yaba zezinye izinto ezikhuthaza ukuba iiSME zithathe inxaxheba kumalinge eCSR. Noxa kunjalo, imizamo ezinikeleyo yenkampani kwimisebenzi yeCSR yayithityazwa zizinto ezifana nokunqaba kwemali, ukungabikho koqeqesho nolwazi ngeCSR, ukunqongophala kwabasebenzi abafundileyo nabanezakhono ababenokwazi ukuqhuba imisebenzi yeCSR. Ukususa le miqobo nokwenza iiSME zibe ngabadlali abaphambili kwimigudu yeCSR, kunyanzelekile ukuba urhulumente angenelele, ngokunjalo nabanye abathathi nxaxheba abafana namaqumrhu angengowaseburhulumenteni (iiNGO). Ngaphaya koko iiSME kufuneka zilandele indlela yokusebenza ethathela ingqalelo inkcubeko, iinqobo zokuziphatha, inkuthazo nentsebenziswano ngaphezu kokwenza ingeniso yeCSR. / Tlala lefatsheng e dula e le nngwe ya diphephetso tsa bohlokwa ho batho selemo-kgolong sa bomashome a mabedi a motso o le mong, ho sa natswe phatlalatso ya mokgatlo wa Matjhaba a Kopaneng wa hore batho bohle ba na le tokelo ya thuto, mosebetsi, bophelo bo botle, boiketlo; tikoloho e phetseng hantle le menyetla e lekanang. Tshebetso e matla ya mekgatlo ya kgwebo e bohlokwa mme e ya hlokeha ho sebetsana le bothata bona. E nngwe ya ditsela tse ka netefatsang bonkakarolo ba mekgatlo ya kgwebo ho lwantsheng diphephetso tsa batho ke boikarabello ba mekgatlo setjhabeng (CSR). Kahoo, morero wa sehlooho wa phuputso e ne e le ho batlisisa matsholo a CSR Ethiopia, re tsepame hodima dikgwebo tse nyane le tse mahareng (diSME) tsa Tigrai Regional State. Ka ho toba ho feta, phuputso e reretswe ho lekanya maikutlo a beng ba diSME le maikutlo a baokamedi mabapi le CSR ka boikarabello ba bona ba moruo, molao, boitshwaro, tikoloho le boikarabello ba ho thusa ba bang. Sepheo e ne boetse e le ho batlisisa matsholo a bona a CSR le ho manonna ditshumetso le dithibelo tsa matsholo a CSR. Ho latetse moralo wa kutullo wa dipatlisiso hammoho le katamelo ya mekgwa e fapaneng ho fihlella dipheo tsena. Tekgeniki ya ho etsa sampole ya monyetla e sebedisitswe ho kgetha sehlopha sa baarabi ba 400. Tekgeniki ya ho etsa sampole e bonolo e sebedisitswe ho kgetha bankakarolo ba 15 ba diinthavu. Ho sebedisitse mathathamo a dipotso, diinthavu tsa ditsebi tsa bohlokwa le ditokomane tsa bobedi jwalo ka mokgwa wa pokeletso ya tlhahisoleseding. Dipalopalo tse hlalosang tse jwalo ka diperesente, dikakaretso, le dikgeloho tse tlwaelehileng di sebedisitswe ho manolla tlhahisoleseding ya bongata. Tlhahisoleseding ya boleng e manollotswe ka tshebediso ya manollo ya dikateng moo dintho di ileng tsa ngolwa fatshe kamora kgatiso mme hwa hlwauwa ditema tse hlahellang. Diphetho tsa phuputso ena ke hore diSME tse fupuditsweng di na le boemo bo amohelehang ba matsholo a CSR. Di hlokomela le ho tsotella bahiruwa ba tsona; setjhaba sa lehae hammoho le tikolohoh. Ho feta moo, ka kakaretso diSME di sireletsa bophelo bo botle le polokeho ya basebetsi ba tsona,di sireletsa kgahlano le tlhekefetso ya dithethefatsi le tlhekefetso ya basebetsi sebakeng sa tshebetso;di sitlalletsa ho fana ka thupelo ya seporofeshenale ho basebetsi ba tsona, le ho hlophisa mananeo a tsebiso sebakeng, ho qolla tse mmallwa feela. DiSME di na le merero ya tekanyo ya matla le metsi hape di etsa mesebetsi ya ho thusa baahi e ka sireletsang boiketlo ba tikoloho, empa dia fokola ha ho tluwa ho tshebediso hape ya dintho le poloko ya matla le ho hlahiseng dihlahiswa tse ntjha tse bolokang tikoloho. Boemong ba setjhaba, diSME di thusa ditshebetsong tsa dipapadi, kahong ya ditsela, mekgatlong ya bodumedi le ho mmuso wa lehae. Ho feta moo, di fana ka menyetla ya mesebetsi ya bohlokwa. Leha ho le jwalo, ha di shebane haholo le ho thusa ba nang le bokowa, masole a kgale, basadi, thuto, le dibaka tse jwalo ka tseo. Telekiso ya ho aha seriti, ho boloka boiketlo ba tikoloho, mabaka a boitshwaro le ho ntlafatsa maqhama a bareki le botshepehi e ne le a mang a mabaka a mantlha a kgannelang diSME ho nka karolo matsholong a CSR. Empa, maiteko a matla a dikgwebo tsena a ho nka karolo mesebetsing ya CSR a ne a thibelwa ke dintlha tse ka reng ho fokola ha tjhelete, tlhokeho ya basebetsi ba nang le tsebo le thuto ba ka kenyang matsholo a CSR tshebetsong le tlhokeho ya thupelo le lesedi mabapi le CSR. Ho hlola mathata ana, e le ho etsa diSME dibapadi tsa mantlha matsholong a CSR, ho hlokeha hore mmuso le baamehi ba bang ba jwalo ka mekgatlo ya diNGO ba kene dipakeng. Hapehape, diSME di lokela ho latela katamelo ya setso, boitshwaro, tjantjello le tshebedisano ho ena le CSR e shebaneng le phaello. / Graduate School of Business Leadership / D. B. L.

Abstracts in English, Southern Sotho and Swahili / The broad aim of this explanatory sequential mixed-methods study was to extend the extant literature by developing a weighted polychotomous accountability index (PAI) that, in turn, was used to measure and evaluate the extent and quality of integrated annual reports (IARs) prepared by the Johannesburg Stock Exchange (JSE) listed companies for the period 2013 to 2016. The study was motivated by a paucity of research on whether corporate accountability, through corporate reporting, has improved (extent and quality) under integrated reporting (<IR>) through improved integrated reporting quality (IRQ) scores. The study was conducted in two phases. The first phase was for developing the PAI through the Delphi Inquiry method. In the same phase, through qualitative and quantitative content analysis, the PAI was used to measure and evaluate the extent and quality of IARs for the JSE Top 100 companies over the four-year period (2013–2016). The second phase, in the form of semi-structured interviews, aimed at investigating the factors that contributed to the change in IRQ scores over that period. Eight respondents (preparers of IARs), representing five companies, were interviewed. Through the Delphi Inquiry method, the PAI was developed (major contribution of the study), which has eight categories, 44 constructs, a total possible score of 152 and a total weight of 100%. Furthermore, the PAI has a six-point ordinal scoring system from 0 to 5. For the IRQ scores, mean annual IRQ scores were computed as 52.45% for 2013, 58.48% for 2014, 64.72% for 2015 and 68.29% for 2016. As for the JSE sectors, the highest IRQ scores were 66.45%, 71.05%, 75% and 81.25% for 2013, 2014, 2015 and 2016 respectively. From an industry perspective, the results showed highest IRQ scores of 66.45%, 72.37%, 70.72% and 62.42% for 2013, 2014, 2015 and 2016 respectively. The steady increase in the mean IRQ scores for 2013, 2014, 2015 and 2016 shows that there is significant improvement in the extent and quality of IARs produced by the JSE listed companies. This improvement in the IRQs is due to different reasons, which include: preparers taking <IR> seriously, teamwork, benchmarking, training, experience, addressing stakeholder needs and understanding the principles before implementing <IR>. Moreover, some companies fail to produce quality IARs due to a number of factors that include: an inadequate understanding of <IR> by some preparers of IARs; some entities not seeing value in preparing quality IARs hence they present poor quality IARs; partial buy-in, especially by the executive management; a paucity of skills and resources; outsourcing that was identified as bringing with it poor quality work and some entities preferring to chase prestigious awards at the expense of the company’s actual <IR> philosophy, hampering the quality of IARs in the process. Different conclusions were reached. It was noted that some <IR> concepts and principles should be more synchronised so that they are not in conflict with each other. Rules should be introduced so that <IR> may be a blend of principles and rules as this could minimise preparer judgement. The International Integrated Reporting Council (IIRC) must align its terminology with that of other guideline bodies, such as rating agencies, to give more meaning to <IR>. The IIRC needs to improve <IR> in order to suit companies in the service industry. Integrated reporting has to be more compatible with the digital world and not necessarily paper based. More research must be done about what users need to see in IARs to enhance the relevance of the IAR to different stakeholders. Furthermore, the IIRC must proactively educate decision-makers for an improved buy-in of <IR>. Pertaining to transformation, de facto and de jure transformation remain merely theoretical without substantial changes on the ground. Government and the JSE should consider the nature of current disincentives since these seem not to sufficiently challenge the current status quo. Finally, more training on capitals and business models should be conducted in order to improve the quality of reporting since these two constructs are perceived to be complex and hence difficult to implement, especially through quantification. / Maikaelelo a a anameng a thutopatlisiso eno e e tlhalosang ya mekgwa e e tswakantsweng ya tatelano e ne e le go atolosa dikwalo tse di gona ka go dira tshupane ya maikarabelo ya polychotomous (PAI) e morago e neng ya dirisediwa go lekanyetsa le go sekaseka bogolo le boleng jwa dipegelo tsa ngwaga le ngwaga tse di golaganeng (diIAR) tse di rulaganngwang ke ditlamo tse di kwadisitsweng kwa Johannesburg Stock Exchange (JSE) mo pakeng ya 2013 go fitlha 2016. Thutopatlisiso e rotloeditswe ke tlhaelo ya dipatlisiso tse di malebana le gore a maikarabelo a ditlamo, ka dipegelo tsa ditlamo, a tokafetse (bogolo le boleng) ka fa tlase ga dipegelo tse di golaganeng (<IR>) ka maduo a a tokafatseng a boleng jwa dipegelo tse di golaganeng (IRQ). Thutopatlisiso e dirilwe ka magato a le mabedi. Legato la ntlha e ne e le la go dira PAI ka mokgwa wa Delphi Inquiry. Mo legatong leo, ka tshekatsheko ya diteng go dirisiwa mokgwa o o lebelelang dipalopalo le o o lebelelang mabaka, go dirisitswe PAI go lekanyetsa le go sekaseka bogolo le boleng wa diIAR tsa ditlamo tse di kwa Godimo tse 100 tsa JSE mo pakeng ya dingwaga tse nne (2013–2016). Legato la bobedi, le le neng le le mo sebopegong sa dipotsolotso tse di batlileng di rulagana, le ne le ikaeletse go batlisisa dintlha tse di tshwaetseng mo diphetogong tsa maduo a IRQ mo pakeng eo. Go botsoloditswe batsibogi ba le robedi (barulaganyi ba diIAR), ba ba emetseng ditlamo di le tlhano. Ka mokgwa wa Delphi Inquiry, go tlhamilwe PAI (tshwaelo e kgolo ya thutopatlisiso), e e nang le dikarolo tse robedi, ka megopolo e le 44, maduo otlhe a a kgonagalang a 152 le boima jotlhe jwa 100%. Mo godimo ga moo, PAI e na le thulaganyo ya maduo ya dintlha tse thataro go tswa go 0 go ya go 5. Malebana le maduo a IRQ, palogare ya maduo a ngwaga le ngwaga a IRQ, e tlhakanyeditswe go nna 52.45% ka 2013, 58.48% ka 2014, 64.72% ka 2015 le 68.29% ka 2016. Malebana le maphata a JSE gona, maduo a a kwa godimodimo a IRQ e ne e le 66.45%, 71.05%, 75% le 81.25% ka 2013, 2014, 2015 le 2016 ka tatelano eo. Go ya ka indaseteri, dipoelo di bontshitse maduo a a kwa godimodimo a IRQ a 66.45%, 72.37%, 70.72% le 62.42% ka 2013, 2014, 2015 le 2016 ka tatelano eo. Koketsego ka iketlo ya palogare ya maduo a IRQ a 2013, 2014, 2015 le 2016 e bontsha gore go na le tokafalo e e bonalang mo bogolong le boleng jwa diIAR tse di tlhagisiwang ke ditlamo tse di kwadisitsweng mo JSE. Tokafalo eno ya diIRQ ke ka ntlha ya mabaka a a farologaneng, a a akaretsang: barulaganyi ba tsotelela <IR> thata, tirisanommogo ya setlhopha, go itshwantsha le ba bangwe, katiso, maitemogelo, go samagana le ditlhokego tsa baamegi le go tlhaloganya dintlhatheo pele ga go diragatsa <IR>. Mo godimo ga moo, ditlamo dingwe di palelwa ke go tlhagisa diIAR tsa boleng ka ntlha ya dintlha di le mmalwa tse di akaretsang: go tlhaloganya go go sa lekanang ga <IR> ke barulaganyi bangwe ba diIAR; ditheo dingwe di sa bone boleng jwa go baakanya diIAR tsa boleng mme seo se dira gore di tlhagise diIAR tsa boleng jo bo kwa tlase; tshegetso e e sa lekanang, bogolo segolo ya botsamaisikhuduthamaga; tlhaelo ya bokgoni le ditlamelo; theko ya ditirelo kwa ntle, e leng se se supilweng se tla ka boleng jo bo kwa tlase jwa tiro le ditheo dingwe di tlhopha go lelekisa dikgele tsa mabono mme di ikgatholosa filosofi ya nnete ya <IR> ya setlamo, mme ka go rialo di ama boleng jwa diIAR. Go fitlheletswe diphitlhelelo tse di farologaneng. Go lemogilwe gore megopolo mengwe le dintlhatheo tsa <IR> di tshwanetse go rulaganngwa ka tsamaisano gore di se ke tsa ganetsana. Go tshwanetse ga itsisewe melanwana gore <IR> e nne motswako wa dintlhatheo le melawana gonne seno se ka fokotsa go atlhola ga barulaganyi. Lekgotla la Boditšhabatšha la Dipegelo tse di Golaganeng (IIRC) le tshwanetse go lepalepanya mareo a lona le a ditheo tse dingwe tse di kaelang, go tshwana le ditheo tse di lekanyetsang, gore <IR> e nne le bokao jo bo oketsegileng. Lekgotla la IIRC le tshwanetse go tokafatsa <IR> gore e siamele ditlamo tse di mo indasetering ya ditirelo. Dipegelo tse di golaganeng di tshwanetse go tsamaelana le lefatshe la dijitale mme e seng fela gore e nne tse di mo dipampiring. Go tshwanetse ga dirwa dipatlisiso tse dingwe malebana le gore badirisi ba tlhoka go bona eng mo diIAR go tokafatsa bomaleba jwa IAR mo baameging ba ba farologaneng. Go feta foo, lekgotla la IIRC le tshwanetse go ruta batsayaditshwetso gore go nne le tshegetso e e tokafetseng ya <IR>. Malebana le diphetogo, diphetogo tse di gona le tsa tshwanelo e sala go nna tiori fela mme go se na diphetogo tse di bonalang. Puso le JSE ba tshwanetse go lebelela dintlha tsa ga jaana tse di kgobang marapo ka ntlha ya fa go sa bonale fa di gwetlha seemo sa ga jaana mo go lekaneng. Kwa bokhutlong, go tshwanetse ga dirwa katiso e nngwe ya letlotlo le dikao tsa kgwebo go tokafatsa boleng jwa go dira dipegelo ka ntlha ya fa megopolo eno e mebedi e lebega e le marara mme ka jalo go se bonolo go e diragatsa, bogolo segolo ka dipalo. / Ndivho khulwane ya ṱhalutshedzo iyi ya ngona yo ṱanganelanaho ya thevhekano ho vha u engedza maṅwalwa a zwino nga u bveledza indekisi ya vhuḓifhinduleli yo khethekanywaho (PAI) ine ya dovha ya, shumiswa u kala na u ela vhuphara na ndeme ya mivhigo ya ṅwaha nga ṅwaha yo ṱanganelanaho (dzi IAR) yo lugiswaho nga vha khamphani dzo ṅwaliswaho kha Johannesburg Stock Exchange (JSE) lwa tshifhinga tsha vhukati ha 2013 u swika 2016. Ngudo dzo ṱuṱuwedzwa nga u shaea ha ṱhoḓisiso dza nga ha uri vhuḓifhinduleli, u mona na u vhiga ha tshiofisi ho no khwiṋisea na (vhuphara na ndeme) nga fhasi ha u vhiga ho ṱanganelanaho (<IR>) nga kha zwikoro zwa ndeme ya u vhiga ho ṱanganelanaho (IRQ). Ngudo dzo itwa fhethu huvhili nga maga mavhili. Ḽiga ḽa u thoma ḽo vha ḽi ḽa u bveledza PAI nga kha ngona dza Ṱhoḓisiso dza Delphi. Kha ḽiga ḽeneḽo, nga kha musaukanyo wa vhungomu wo sedzaho ndeme na tshivhalo, PAI yo shumiswa u kala na u ela vhuphara na ndeme ya dzi IAR kha khamphani dza 100 dza nṱha dza JSE kha tshifhinga tsha miṅwaha miṋa (2013–2016). Ḽiga ḽa vhuvhili nga tshivhumbeo tsha inthaviwu dzo dzudzanywaho zwiṱuku dzi sengulusaho zwivhumbi zwi dzhenelelaho kha tshanduko ya zwikoro zwa IRQ lwa tshifhinga. Vhafhinduli vha malo (vhadzudzanyi vha dzi IAR), vho imelaho khamphani ṱhanu vho vhudziswa. Nga kha Ngona ya Ṱhoḓisiso dza Delphi, ho bveledzwa PAI (zwidzheneleli zwihulwane kha ngudo), dzi re na khethekanyo dza malo, miṱalukanyo ya 44, ṱhanganyelo dza zwikoro zwine zwa nga vha hone zwa 152 na ṱhanganyelo ya tshileme ya 100%. Zwiṅwe hafhu, PAI dzi na sisiṱeme ya zwikoro ya odinaḽa zwa phoindi dza rathi u bva kha 0 u swika kha 5. U itela zwikoro zwa IRO, zwikoro zwa vhukati zwa ṅwaha nga ṅwaha zwo rekanywa zwa vha 52.45% nga 2013, 58.48% nga 2014, 64.72% nga 2015 na 68.29% for 2016. Kha sekithara dza JSE, zwikoro zwa nṱhesa zwa IRQ zwo vha zwi 66.45%, 71.05%, 75% na 81.25% nga 2013, 2014, 2015 na 2016 nga u tevhekana. U ya nga kuvhonele kwa nḓowetshumo, mvelelo dzo sumbedza zwikoro zwa nṱhesa zwa IRQ zwa 66.45%, 72.37%, 70.72% na 62.42% nga 2013, 2014, 2015 na 2016 nga u tevhekana. U gonya zwiṱuku kha zwikoro zwa vhukati zwa IRQ zwa 2013, 2014, 2015 na 2016 zwi sumbedza uri hu na u khwiṋisea hu hulwane kha vhuphara na ndeme ya dzi IAR dzo bveledzwaho vha khamphani dzi re kha JSE. U khwiṋisea uhu ha dzi IRQ ndi nga ṅwambo wa zwiitisi, zwine zwa katela vhadzudzanyi vha dzhielaho <IR> nṱha, u shuma sa thimu, u vhambedza, vhugudisi, tshenzhelo, u livhana na ṱhoḓea dza vhadzheneleli na u pfesesa milayo phanḓa ha musi i tshi shumiswa <IR>. Nṱhani ha izwo, dziṅwe khamphani dzi a kundelwa u bveledzwa dzi IAR nga ṅwambo zwa zwiitisi zwo vhalaho , zwi katelaho u sa pfesea lwo lingaho ha <IR> nga vhaṅwe vhadzudzanyi vha dzi IAR, zwiṅwe zwiimiswa zwi sa vhoni ndeme ya u ita dzi IAR dza ndeme zwa sia vha tshi bvledza dzi IAR dza ndeme i sa takadzi, u zwi ṱanganedza hu si nga mbilu dzoṱhe nga maanḓa vha vhalanguli vhahulwane; u shaea ha zwikili na zwiko; u ṱunḓa tshumelo nnḓa zwine zwo topolwa sa zwi ḓisaho mushumo wa ndeme i sa takadzi na zwiṅwe zwiimiswa zwi tshi funa u gidimisana na pfufho dza maimo hu sa dzhielwi nṱha fiḽosofi ya vhukuma ya <IR> dza khamphani, zwine zwa thivhela ndeme ya dzi IAR kha kuitele kwa zwithu. Ho swikelelwa khunyeledzo dzo fhambanaho. Ho vhonala uri miṅwe miṱalukanyo ya <IR> na milayo i tea u dzudzanywa u itela uri i sa vhe na khuḓano. Milayo i tea u ḓivhadzwa u itela uri <IR> dzi vha ṱhanganyelo ya milayo na maitele saizwi zwi tshi nga fhungudza khaṱhulo dza vhadzudzanyi. Khoro ya Dzitshakatshaka yo Ṱanganelanaho ya u Vhiga (IIRC) i tea u dzudzanya mathemo ayo na ayo a zwiimiswa nyendedzi, zwi nga ho sa mazhendedzi a u fhima, u ṋea ṱhalutshedzo ya khwiṋe kha <IR>. Vha IIRC vha tea u khwiṋisa <IR> u itela uri dzi elane na nḓowetshumo dza tshumelo. U vhiga ho ṱanganelanaho hu tea u elana vhukuma na ḽifhasi ḽa didzhithala nahone hu sa ḓisendeke nga bammbiri. Hu tea u itwa ṱhoḓisiso nga ha zwine vhashumisi vha vhona kha dzi IAR u khwaṱhisedza u tea ha IAR dza vhashumisani vho fhambanaho. Dziṅwe hafhu, IIRC i tea u funza vhadzhii vha tsheo lwo khwaṱhaho u itela u khwiṋisa u ḓidzhenisa kha <IR>. Zwi tshi elana na tshanduko, tshanduko ya de facto na ya de jure i sokou dzula i ya thyori hu si na tshanduko dzi vhonalaho ngeno fhasi. Muvhuso na JSE vha tea dzhiela nṱha lushaka lwa sa vha hone ha zwiṱuṱuwedzi saizwi izwi zwi tshi tou nga zwi ṋekedza khaedu lwo linganaho tshiimo tsha zwithu tsha zwino. Tsha u fhedzisela, vhugudisi kha zwiedza zwa pfuma na bindu vhu tea u itwa u itela u khwiṋisa ndeme ya u vhiga saizwi izwo zwifhaṱo zwivhili zwi tshi vhonala sa zwi konḓaho nahone zwi konḓaho u shumisa, nga maanḓa nga kha u vhekanya ndeme / Financial Accounting / D. Phil. (Accounting Sciences)

Abstract in English, Afrikaans and Setswana / The study was prompted by the decline in accounting enrolments and the ongoing criticism due to learners’ poor performance in the Accounting subject in South Africa. Given the increasing need for accounting graduates and, more importantly, qualified accounting professionals, this study investigated the preconceived perceptions participating high school learners in selected schools in the Mafikeng area had about the accounting profession at the time of this study. The study drew on a rich body of existing literature and adopted the social cognitive career theory of Lent, Brown and Hackett (1994) to explore the factors influencing career interests of learners in accounting as a career path. A quantitative research approach with a survey questionnaire, framed within a positivist paradigm, was used to elicit opinions from learners. The findings revealed that work satisfaction, earnings potential, self-efficacy, personal interest, offering Accounting as a subject and having an accountant in the family are among the factors that significantly influenced participating learners’ career interests in accounting. / Die studie is aangespoor deur die afname in rekeningkunde-inskrywings en die deurlopende kritiek van leerders se swak prestasie in rekeningkunde in Suid-Afrika. Gegewe die toenemende behoefte vir rekeningkundegegradueerdes en, meer belangrik, gekwalifiseerde rekeningkundepraktisyns, ondersoek hierdie studie die huidige vooropgestelde persepsies wat hoërskoolleerders in Suid-Afrika van die rekeningkundige beroep het. Die studie benut die omvattende bestaande literatuur en aanvaar die sosiaal kognitiewe loopbaanteorie van Lent, Brown en Hackett (1994) om die faktore te ondersoek wat die belangstelling van leerders in rekeningkunde as 'n loopbaanrigting beïnvloed. 'n Kwantitatiewe navorsingsbenadering met 'n opnamevraelys, binne 'n positivistiese paradigma, is gebruik om menings van leerders te ontlok. Die bevindings het gewys dat werksbevrediging, verdienstepotensiaal, selfwerksaamheid, persoonlike belang, die aanbied van rekeningkunde as 'n vak en 'n rekeningkundige in die gesin van die faktore is wat leerders se loopbaanbelangstelling in rekeningkunde beduidend beïnvloed / Thutopatlisiso e tlhotlheleditswe ke kwelotlase ya ikwadiso ya dithuto tsa Palotlotlo le go kgalwa go go tswelelang pele ga tiragatso e e bokoa ya barutwana mo Palotlotlong mo Aforikaborwa. Ka ntlha ya tlhokego e e oketsegang ya dialogane tsa Palotlotlo le, sa botlhokwa tota, baporofešenale ba ba nang le borutegi jwa palotlotlo, thutopatlisiso eno e batlisisa megopolo e e gona ya ga jaana ya barutwana ba dikolo tse dikgolwane mo Aforikaborwa malebana le porofešene ya bobalatlotlo. Thutopatlisiso e dirisa letlotlo le le gona la dikwalo mme e dirisa tiori ya tselana ya tiro ya tlhaloganyo ya loago ya ga Lent, Brown le Hackett (1994) go sekaseka dintlha tse di susumetsang kgatlhego ya tselana ya tiro ya barutwana mo palotlotlong jaaka tselana ya tiro. Go dirisitswe mokgwa wa patlisiso o o lebelelang dipalopalo ka dipotsolotso tsa tshekatsheko, mme e agilwe mo mokgweng wa kelotlhoko go bona megopolo ya barutwana. Diphitlhelelo di bontsha gore go kgotsofalela tiro, kgonagalo ya letseno, go ikemela, dikgatlhego tsa sebele, go rebolelwa Palotlotlo jaaka serutwa le go nna le mmalatlotlo mo lelapeng ke dingwe tsa dintlha tse di nang le tshusumetso e kgolo mo dikgatlhegong tsa barutwana tsa tselana ya tiro mo palotlotlong. / Financial Accounting / M. Phil. (Accounting Sciences)

Summaries in English, Afrikaans and Setswana / The study was prompted by the decline in accounting enrolments and the ongoing criticism due to learners’ poor performance in the Accounting subject in South Africa. Given the increasing need for accounting graduates and, more importantly, qualified accounting professionals, this study investigated the preconceived perceptions participating high school learners in selected schools in the Mafikeng area had about the accounting profession at the time of this study. The study drew on a rich body of existing literature and adopted the social cognitive career theory of Lent, Brown and Hackett (1994) to explore the factors influencing career interests of learners in accounting as a career path. A quantitative research approach with a survey questionnaire, framed within a positivist paradigm, was used to elicit opinions from learners. The findings revealed that work satisfaction, earnings potential, self-efficacy, personal interest, offering Accounting as a subject and having an accountant in the family are among the factors that significantly influenced participating learners’ career interests in accounting / Die studie is aangespoor deur die afname in rekeningkunde-inskrywings en die deurlopende kritiek van leerders se swak prestasie in rekeningkunde in Suid-Afrika. Gegewe die toenemende behoefte vir rekeningkundegegradueerdes en, meer belangrik, gekwalifiseerde rekeningkundepraktisyns, ondersoek hierdie studie die huidige vooropgestelde persepsies wat hoërskoolleerders in Suid-Afrika van die rekeningkundige beroep het. Die studie benut die omvattende bestaande literatuur en aanvaar die sosiaal kognitiewe loopbaanteorie van Lent, Brown en Hackett (1994) om die faktore te ondersoek wat die belangstelling van leerders in rekeningkunde as 'n loopbaanrigting beïnvloed. 'n Kwantitatiewe navorsingsbenadering met 'n opnamevraelys, binne 'n positivistiese paradigma, is gebruik om menings van leerders te ontlok. Die bevindings het gewys dat werksbevrediging, verdienstepotensiaal, selfwerksaamheid, persoonlike belang, die aanbied van rekeningkunde as 'n vak en 'n rekeningkundige in die gesin van die faktore is wat leerders se loopbaanbelangstelling in rekeningkunde beduidend beïnvloed. / Thutopatlisiso e tlhotlheleditswe ke kwelotlase ya ikwadiso ya dithuto tsa Palotlotlo le go kgalwa go go tswelelang pele ga tiragatso e e bokoa ya barutwana mo Palotlotlong mo Aforikaborwa. Ka ntlha ya tlhokego e e oketsegang ya dialogane tsa Palotlotlo le, sa botlhokwa tota, baporofešenale ba ba nang le borutegi jwa palotlotlo, thutopatlisiso eno e batlisisa megopolo e e gona ya ga jaana ya barutwana ba dikolo tse dikgolwane mo Aforikaborwa malebana le porofešene ya bobalatlotlo. Thutopatlisiso e dirisa letlotlo le le gona la dikwalo mme e dirisa tiori ya tselana ya tiro ya tlhaloganyo ya loago ya ga Lent, Brown le Hackett (1994) go sekaseka dintlha tse di susumetsang kgatlhego ya tselana ya tiro ya barutwana mo palotlotlong jaaka tselana ya tiro. Go dirisitswe mokgwa wa patlisiso o o lebelelang dipalopalo ka dipotsolotso tsa tshekatsheko, mme e agilwe mo mokgweng wa kelotlhoko go bona megopolo ya barutwana. Diphitlhelelo di bontsha gore go kgotsofalela tiro, kgonagalo ya letseno, go ikemela, dikgatlhego tsa sebele, go rebolelwa Palotlotlo jaaka serutwa le go nna le mmalatlotlo mo lelapeng ke dingwe tsa dintlha tse di nang le tshusumetso e kgolo mo dikgatlhegong tsa barutwana tsa tselana ya tiro mo palotlotlong. / Centre for Accounting Studies / M. Phil. (Accounting Sciences)

This study aimed to develop a framework for improved legislation, methods of practice and services used to meet the best interest of child offenders with psychiatric disorders within the South African child justice system. This aim was achieved via a qualitative study, which evaluated child justice and mental health legislation, methods of practice, role-players, and services in South Africa, and compared same to those in Namibia, Botswana, and Nigeria; to establish if the best interest of child offenders with psychiatric disorders are currently met from a South African perspective. Data collection occurred in two phases: a document analysis of legislation, policies, and procedures in the selected comparative jurisdictions; followed by semi-structured interviews with child justice and mental health experts. During phase one the researcher analysed child justice and mental health legislation, human rights protections, and policy related to child justice in Nigeria, Botswana, Namibia, and South Africa. In addition, she interrogated literature relating to child justice and mental health, in comparative jurisdictions. This phase formed the foundation for the semi-structured interview schedule. Purposive and theoretical sampling was used to conduct 24 semi-structured interviews. Data was analysed and interpreted using pure qualitative document and thematic analysis. The overarching findings indicate that the best interest of child offenders with psychiatric disorders, in the South African child justice system, are unprotected. This vulnerable group is not dealt with from an individualised, case-specific, multi-disciplinary perspective; informed by legislation, practice-policy, and a service-orientated approach. Further, certain domestic legislation and methods of practice are inadequate in holistically assessing a child who comes into conflict with the law in the jurisdictions of comparison. Further findings identified that biological, psychological, environmental, cultural, and social factors influence the development of psychiatric disorders in children, which may bring them into conflict with the law. This study further confirmed that Attention Deficit Hyperactivity Disorder, Intellectual Development Disorder, Learning Disorder, Oppositional Defiant Disorder, and Conduct Disorder are prevalent in children who iv come into conflict with the law. Further, substance abuse disorder, depression and attachment disorder were identified as predominant factors affecting children who come into conflict with the law. The influence of these factors, in conjunction with biological, psychological, environmental, cultural, and social factors, were found to predispose children to psychiatric disorders linked to criminal behaviour. Thus, to meet the best interest standard; children in conflict with the law must be dealt with using a multi-factorial approach which considers biological, environmental, social, cultural, and psychological factors. In this way, the behaviour of child offenders with psychiatric disorders will be addressed holistically in a manner that considers all factors influencing behaviour. The empirical data supported the recommendations used to develop a trans-disciplinary framework for child offenders with psychiatric disorders. / Olu phononongo lwesi sifundo lujolise ekuphuhliseni isakhelo somthetho ophuculiweyo, iindlela zokusebenza kunye neenkonzo ukwenzela ukunikezela ezona zilungileyo iimfuno zabantwana abangabaphuli-mthetho benengulo yesifo sengqondo kwinkqubo yobulungisa yabantwana eMzantsi Afrika. Le njongo yaphunyezwa ngokwenziwa kwezifundo ezisemgangathweni ezahlola umthetho wobulungisa kubantwana kunye nomthetho olawula ezempilo ngokwengqondo, iindlela zokusebenza, abathathi-nxaxheba kunye neenkonzo eMzantsi Afrika. Ezi zathi ngoko zathelekiswa nomthetho, umsebenzi abathathi-nxaxheba kunye neenkonzo eNamibia, eBotswana, kunye naseNigeria ukufumanisa ukuba iimfanelo ezizizo zabantwana abangabaphuli-mthetho abaneengxaki zengqondo bayanakekelwa ngoku eMzantsi Afrika. Ukuqokelelwa kweenkcukacha kwenzeka kumanqanaba amabini: uhlalutyo lwemiqulu yomthetho, umgaqo-nkqubo kunye nenkqubo; Ukucazululwa kwamaxwebhu/kwemiqulu omthetho, umgaqo-nkqubo kunye neenkqubo ezikhethiweyo zothelekiso kulawulo lwezobulungisa, lilandelwe ludliwano-ndlebe olungahlelwanga ngokupheleleyo neengcaphephe/neengcali zezobulungisa lwabantwana kunye nemilo yezengqondo. Kwinqanaba lokuqala umphandi ucazulule umthetho wobulungisa kubantwana kunye nempilo yezengqondo, ukhuseleko lwamalungelo oluntu.kunye nemigaqo-nkqubo ehambelana/ enxulumene nobulungisa kubantwana eNigeria, eBotswana, eNamibia naseMzantsi Afrika. Ukongezelela walugocagoca uncwadi olubhekisele kubulungisa babantwana nezempilo yezengqondo kulawulo lwezobulungisa Eli nqanaba libe sisiseko soludwe lwenkqubo yodliwano-ndlebe olungamiselwanga ngokupheleleyo. Isampulu enenjongo neyingcingane yasetyenziswa ukuze kuqhutywe udliwano-ndlebe olungama-24 olungahlelwanga ngokupheleleyo. Ulwazi (idata) lwacalulwa lwacaciswa kusetyenziswa uxwebhu olusemgangathweni kunye nocalulo (analysis) olusemxholweni. Iziphumo ezicacileyo/eziqaqambileyo eziluphahla zibonisa ukuba okukokona kulungele abantwana abangabaphuli-mthetho abaneengxaki zezengqondo, abakhuselekanga kwinkqubo yezobulungisa babantwana eMzantsi Afrika. Eli qela lingakhuselekanga alivelelwa ngokomntu neengxaki zakhe yedwa, ngokwengxaki yakhe ngokuthe ngqo kusetyenziswe indlela ezahlukileyo ezilawulwa ngumthetho, ngumgaqo-nkqubo osebenzayo nokuvelela ngendlela yokuziqhelanisa nemeko. Ukuya phambili, eminye yemithetho yasekhaya neendlela zokusebenza azonelanga ekuhloleni ngokupheleleyo kumntwana ohlangabezana nokuphikisana nomthetho kummandla wothelekiso. Kuphinde kwafunyaniswa ukuba iimeko zozalo, zengqondo, zendawo, zenkcubeko nezentlalo ziyaziphembelela iingxaki zezengqondo ezivelayo ebantwaneni, ezinokwenza baphikisane nomthetho. Olu phononongo luqhubeka lungqina ukuba ukunganiki ngqalelo kwingxaki yokuphaphazela, ingxaki yokukhula kwengqiqo, ingxaki yokufunda, ingxaki yenkcaso yokulungileyo/ ukudelela kunye nengxaki yokuziphatha zixhaphakile kubantwana (abonayo) abaphikisana nomthetho. Ingxaki yokusebenzisa iziyobisi, ingcinezelo kunye nokuxhomekeka ziye zaphawulwa njengeemeko ezixhaphakileyo ezikhathaza abantwana abalwa nomthetho (abonayo). Iimpembelelo zezi meko, zidibene neemeko zozalo, zezengqondo, zendawo, zenkcubeko nezentlalo, zifunyenwe zilungiselela kwangaphambili abantwana kwezi ngxaki zezengqondo zithungelene ekuziphatheni ngokolwaphulo-mthetho. Ngoko ke ukuhlangabezana nomgangatho ofanelekileyo nobalulekileyo, ebhekelela abantwana abaphikisana nomthetho (abonayo) makusetyenzwe ngabo kusetyenziswe indlela ejongene neemeko ezininzi ezibandakanya iimeko zozalo, zendawo, zentlalo, zenkcubeko kunye nezengqondo. Ngale ndlela abantwana abaphula umthetho abanengxaki yezengqondo baya kuncedwa ngokupheleleyo ngendlela ebandakanya zonke iimeko eziphembelela ukuziphatha. Idatha ekholose ngamava avela kumava nokuboniweyo ixhasa izindululo ezenziweyo zokumisa isakhelo esisebenza kulo lonke uqeqesho lomntwana ophikisana nomthetho (owonayo) onengxaki yezengqondo. / Patlisiso ena e reretswe ho hlahisa moralo wa molao o ntlafetseng, mekgwa ya tshebetso le ditshebeletso bakeng sa molemo wa batlodi ba molao bao e leng bana ba nang le mathata a kelello tshebeletsong ya toka ya bana Afrika Borwa. Morero ona o fihletswe ka boithuto ba boleng, bo lekantseng melao ya toka ya bana le ya bophelo bo botle ba kelello, mekgwa ya tshebetso, baamehi le ditshebeletso Afrika Borwa. Tsona di ile tsa bapiswa le melao, tshebetso, baamehi le ditshebeletso dinaheng tsa Namibia, Botswana le Nigeria ho fumana hore na melemo e loketseng ya batlodi ba molao bao e leng bana ba nang le mathata a kelello e ya fumaneha hajwale Afrika Borwa. Pokeletso ya dintlha e etsahetse ka mekgahlelo e mmedi: manollo ya ditokomane tsa molao, melawana le mekgwatshebetso dibakeng tse kgethilweng tsa papiso tsa semolao; ho latetswe ke di-inthavu tse sa hlophiswang le ditsebi tsa toka ya bana le tsa molao wa bophelo bo botle ba kelello. Mokgahlelong wa pele mofuputsi o ile a manolla molao wa toka ya bana le wa bophelo bo botle ba kelello, ditshireletso tsa ditokelo tsa botho le melawana e amanang le toka ya bana dinaheng tsa Nigeria, Botswana, Namibia le South Africa. Ho feta moo, o ile a batlisisa dingolwa tse mabapi le toka ya bana le bophelo bo botle ba kelello dibakeng tse ka bapiswang tsa semolao. Mokgahlelo ona o bile motheo wa lenane la di-inthavu tse sa hlophiswang. Ho sebedisitswe mokgwa wa disampole wa kgetho le wa theho ya thiori ho etsa di-inthavu tse 24 tse sa hlophiswang. Dintlha di manollotswe le ho tolokwa ka manollo e sa tswakwang ya boleng ba ditokomane le ditema. Diphetho tse akaretsang di supa hore melemo e nepahetseng ya batlodi ba molao bao e leng bana ba nang le mathata a kelello ha e ya sireletswa moralong wa toka ya bana wa Afrika Borwa. Sehlopha sena se kotsing ha se sebetswe ka tjhebo ya bo-motho ka mong, ya kgetsi e kgethehileng, ya mafapha a mangata e tshehedistsweng ke molao, molawana wa tshebetso le tjhebo ya tshebetso. Ho feta moo, melao e meng ya lehae le mekgwa ya tshebetso e ne e fokola bakeng sa ho lekola ngwana ka tsela e felletseng, ya iphumanang a le kgahlano le molao dibakeng tsa semolao tse neng di bapiswa. ix Ho boetse ha fumanwa hore dintlha tsa tlhaho, kelello, tikoloho, setso le botjhaba di susumetso tlhaho ya bokudi ba kelello baneng, e leng ho etsang hore ba iphumane ba le kgahlano le molao. Boithuto bona hape bo tiisitse hore bokudi ba tlholeho ya tsepamiso le ketso e fetang tekano, bokudi ba kgolo ya bohlale, bokudi ba ho ithuta, bokudi ba ho ba kgahlano le ba bang le bokudi ba boitshwaro bo bongata bakeng ba iphumanang ba le kgahlano le molao. Bokudi ba tshebediso e mpe ya tahi kapa dithethefatsi, tshithabelo ya maikutlo le bokudi ba kgokahano di fumanwe e le mabaka a mantlha a amang bana ba qwaketsanang le molao. Tshusumetso ya dintlha tsena, hammoho le dintlha tsa tlhaho, kelello, tikoloho, setso le botjhaba, di fumanwe e le hore di pepesa bana ho bokudi ba mafu a kelello a amanngwang le botlokotsebe. Kahoo, e le ho ka fihlella maemo a melemo e nepahetseng, bana ba kgahlano le molao ba lokela ho sebetswa ka mokgwa wa ditsela tse fapaneng tse ngata, o kenyeletsang dintlha tsa tlhaho, tikoloho, setso, botjhaba le kelello. Ka mokgwa ona, batlodi ba molao bao e leng bana ba nang le bokudi ba kelello ba tla shejwa le ho sebetswa ka mokgwa o phethahetseng o kenyelletsang dintlha tsohle tse susumetsang boitshwaro. Dintlha tse bokelleditsweng di tsheheditse ditlhahiso tse sebedisitsweng ho hlahisa moralo wa makala a fapaneng bakeng sa batlodi ba molao bao e leng bana ba nang le bokudi ba kelello. / Criminology and Security Science / D. Phil. (Criminal Justice)

Recently, corporate scandals rocked the South African financial landscape, prompting the re-examination of existing corporate governance practices and renewed scrutiny of corporate governance institutions and mechanisms. One of these practices, a phenomenon called “director interlock”, was scrutinised in this study. A quantitative and inductive approach was used in this research to scrutinise companies listed on the Johannesburg Stock Exchange, as well as the directors who served on their boards during the periods researched, namely, 2010 and 2016, with the purpose of considering the consequences of director interlock in a South African context. Appropriate sources on corporate governance, director interlock and network analysis were accessed. Social network analysis was applied to analyse and map the extent, nature and structural dynamics of director interlock statistically in all South African listed companies in respect of 2010 and 2016 with a view to considering the causes and consequences of identified changes between 2010 and 2016, and possible implications of those changes for corporate governance in South Africa. Both periods occurred shortly after times of financial turmoil or contracting economic growth, where, in line with global trends, financial consolidation and a possible decline in economic activity and board sizes of companies would be expected. The concept of centrality, comprising three components, was used in the statistical social network analysis. These components were degree centrality, which is an indicator of the number of connections and the degree of activity of a company or a director, closeness centrality, which is an indicator of the closeness of a company or a director to other companies or directors within a network and the number of steps from that company or director to other companies and directors in the network, and betweenness centrality, which is a measure of the centrality of a company or a director and the extent to which the company or the director acts as a bridge between and connects with other well-connected companies and directors in the network. The following striking findings emerged from this research: a massive increase in the average board size between 2010 and 2016, a resultant increase in the density of networks between 2010 and 2016, and an apparent shift away from the dominance of mining houses described in earlier studies to financial services companies in 2010 and retail companies in 2016. In the literature review the existence of a global elite in the structure of company boards was pointed out, and the question was asked whether there is any evidence of the existence of a similar elite in South Africa and, if so, whether there have been any changes in the makeup, characteristics or nature of such an elite from 2010 to 2016. Further, the question was asked whether any changes can be observed regarding the central actors of company boards in the local economic power network. The research results indicate that iii there was an apparent reversal of transformational gains towards the re-establishment of white male dominance in the ultra-elite echelons of directors in the South African network by 2016. In the absence of conclusive evidence emanating from this research, the value of director interlock is still hotly debated. Is the practice of director interlock beneficial or damaging to corporations and the wider economic landscape, or could it be both beneficial and damaging? This study provides conclusive evidence that the value of interlock depends on the way in which it is applied, taking into account how the causes, consequences and dynamics of director interlock are manifested in individual companies. While evidence suggests that director interlock, if applied correctly, can be beneficial, the recent Steinhoff debacle was used to illustrate that it can also be detrimental, depending on how it is applied. This study emphasised the value of social network theory, resource-dependence theory, agency theory, small-world theory and power dynamics, specifically in research into corporate governance and related fields of study. This research undoubtedly contributes to the body of knowledge on corporate governance in general and the structure and functioning of company boards, inclusive of director interlock, in particular. The guidelines that emerged from this study could be used to identify board structures and strategically positioned directorship candidates for board appointments and to avoid potentially destructive patterns that may even lead to corporate failure. / Maduzane nje, kuvele amahlazo ezinkampani ezinkulu zezezimali eNingizimu Afrika, lokhu okwenze ukuthi kuhlolwe kabusha inqubo nenkambiso yamanje yolawulo lwezinkanpani ezinkulu, kanti futhi lokhu kwavuselela ukuhlaziywa kwezikhungo zezolawulo lwezinkampani ezinkulu kanye nezindlela zokwenza lokhu. Enye yalezi zinkambiso, ukuhlala nokungenelelana kwabantu kumabhodi ezinkampani ezehlukene okuyinto ebizwa ngokuthi yi-"director interlock" iye yahlolisiswa kulolu cwaningo. Kusetshenziswe inqubo ye-quantitative ne-inductive kulolu cwaningo ukuhlolisisa izinkampani ezifakelwe kuhla lwe-Johannesburg Stock Exchange, kanye nodayirektha abakumabhodi azo ngesikhathi sokwenziwa kocwaningo, okusho ukusukela ngo 2010 ukuya kua 2016, ngenhloso yokubhekisisa imiphumela yenqubo yodayirektha abahlala kumabhodi amaningi ehlukene i-director interlock kwisimo seNingizimu Afrika. Kuye kwatholwa imithombo yolawulo iv lwezinkampani, inqubo ye-director interlock kanye nokuhlaziya ukuxhumana okwaziwa njenge-network analysis. Uhlaziyo lwama-network okuxhumana kwabantu kwe-social network analysis kwasetshenziswa ukuhlaziya kanye nokubheka ukujula nokwenza imephu yenhlobo kanye nobudlelwane bezakhiwo kunqubo ye-director interlock, namastatistiki kuzo zonke izinkampani ezifakelwe kuhla zaseNingizimu Afrika ngesikhathi esiphakathi kuka 2010 no 2016 ngenhloso yokubheka izimbangela kanye nemiphumela yezinguquko ezibhekiwe phakathi kuka 2010 no 2016, kanye nemphumela yalezi zinguquko kwinqubo yolawula lwezinkampani eNingizimu Afrika. Zombili izinkathi zenzeke maduzane ngemuva kweziyaluyalu zezezimali nokuncipha kwesimo somnotho, laphokhona, ngokuhambisana nobekwenzeka kuwo wonke umhlaba, kuye kwaba nokuqoqana kwesimo sezezimali kanye nokwehla kwezimo zomnotho kanye nosayizi bamabhodi ezinkampani okwakulindelwe. Umqondo wokuqoqela ndawonye, onemikhakha emithathu, wasetshenziswa ekuhlaziyweni kwamastatistiki okuxhumana kwabantu okwaziwa nge-statistical social network analysis. Le mikhakha kwakuyizinga lokuqoqana ndawonye okwaziwa nge-degree of centrality, okuyinkomba yamanani okuxhumana kwezinto kanye namazinga emisebenzi yenkanpani noma udayirektha, ukusondelana qokuqoqana ndawonye okwaziwa ngokuthi yi-closeness centrality, okuyinkamba yokusondelana kwenkampani noma udayirektha nezinye izinkampani noma abanye odayirektha kwi-network, kanye nenani lezinyathelo kuleyo nkampani noma udayirekha kwezinye izinkampani kanye nabanye odayirektha kwi-network, kanye nanokuxhumana phakathi kwabo, okuyisikali sokuxhumana kwenkampani noma udayirektha, nezinga lendlela inkampani noma udayirekha athatha ngalo izinyathelo njengomxhumanisi phakathi kokuxhumana nezinye izinkampani kanye nabanye odayirektha kwi-network. Imiphumela eyisimanga etholakele ngalolu cwaningo: kuye kwaba nokwenyuka kakhulu kosayizi bamabhodi esikhathini esiphakathi kuka 2010 no 2016, lokhu okubangele ukwenyuka kokujula kwama-network phakathi kuka 2010 no 2016, kanye nokugudluka ukusukela kubukhulu bezimayini ukuya kwizinkampani zezezimali ngo 2010 kanye nezinkampani zama-retail ngonyaka ka 2016. Ekubuyekezweni kwemibhalo ubukhona bama-elite kumhlaba wonkana kwizakhiwo zamabhodi kuye kwabona, kanti umbuzo owabuzwa ukuthi ngabe bukhona ubufakazi bobukhona bama-elite efanayo eNingizimu Afrika, uma kunjalo, ngabe kube khona ushintsho ngendlela ahleleke ngayo, ubunjalo noma inhlobo yalawo ma-elite ukusukela ngo 2010 ukuya ku 2016. Omunye umbuzo, owabuzwa, wukuthi ngabe noma yiziphi izinguquko ziyabonakala yini mayelana nababambiqhaza ababalulekile kumabhodi ezinkampani kuma-network anamandla kwezomnotho. Imiphumela yocwaningo ikhombisa ukuthi kwabanokuhlehla ngokuzuziwe kwezezinguquko, kwabuyelwa emuva ekubuseni kakhulu kwabesilisa abamhlophe v kwimikhakha ephezulu yama-elite odayirektha kuma-network aseNingizimu Afrika ngo 2016. Ngokusweleka kobufakazi obuphethakele obuvela kulolu cwaningo, ukubaluleka kwe-director interlock kusaxoxwa ngakho kakhulu. Ngabe i-director intelock inenzuzo noma ilimaza izinkampani kanye nesimo somnotho ngokunabile, noma kungenzeka ukuthi kwenzeka kokubili, ukubanenzuzo kanye nokulimaza? Lolu cwaningo luhlinzeka ngobufakazi obuphelele bokuthi ukubaluleka kwe-director interlock kuncike kwindlela okusetshenziswa ngayo, ngokubonelela izimbangela, imiphumela emibi kanye nama-dynamic endlela i-directoer interlock ebonakala nokuvela ngayo ezinkampanini ezehlukene. Ngisho noma ubufakazi bukhombisa ukuthi i-director intelock, uma isetshenziswa kahle, ingaba yinzuzo, kodwa ihlazo lamaduzane le-Steinhoff lisetshenziswe ukukhombisa ukuthi, lokhu kungaba ngokulimazayo, kuncike ngokuthi kusetshenziswa kanjani. Lolu cwaningo lukhombise ukubaluleka kwe-social network theory (ithiyori yobudlelwane bokuxhumana kanye nokwabelana ngolwazi), i-resource-dependence theory (ithiyori yokuthi ngabe imithombo yosizo yangaphandle ichapha0zela kanjani ukuziphatha kwenhlangano), i-agency theory (ithiyori yobudlelwane phakathi kwama-ejenti kanye nabaphathi), small-world theory (ithiyori yokuxhumana kwabantu bexhunyaniswa ngabanye noma eminye imikhakha yabaxhumanisi) kanye nama-power dynamic (ndlela amandla umuntu anawo nokuba nomthelela kwabanye abantu nokuchaphazela ubudlelwane babo), ikakhulukazi kucwaningo ngokulawulwa kwezinkampani ezinkulu kanye nemikhakha ehambelanayo yocwaningo. Ngaphandle kokungabaza, lolu cwaningo lunomthelela kwingqikthi yolwazi ngezolawulo lwezinkampani ezinkulu ngokunabile kanye nezakhiwo nokusebenza kwamabhodi ezinkampani, okubandakanya ukukungenelelana kodayirektha kwamanye amabhodi ezinye izinkampani, ikakhulukazi. Imikhombandlela evelile kulolu cwaningo ingasetshenziswa ukuphawula izakhiwo zamabhodi, kanye nobudayirektha obusemkhakheni ethize, ngokuqokwa kwamabhodi ukugwema ukuba namaphatheni anemiphumela emibi, engaholela nasekwehlulekeni kwezinkampani ezinkulu. Amagama abalulekile: Inqubo yebhodi, ukuchaphazelana kobudlelwane nemithelela kumabhodi, ukuhleleka ngezinhlobo kwamabhodi, ukungenelelana kwabantu kumabhodi ezinkampani ezehlukene, ubudlelwane phakathi kwabantu abakumabhodi ehlukene, i-isomorphism, i-social network analysis (SNA), ama-network obudlelwane babantu, ubudlelwane babantu, i-social network analysis software, i-statistical analysis system (SAS / Malobanyana, mahlabišadihlong a koporase a wetše tikologo ya ditšhelete ya Afrika Borwa, yeo e hlohleletšago go sekwasekwa leboelela ga ditlwaedi tša pušo ya dikgwebo le nyakišišo ye e mpshafaditšweng ya mekgwa ya diinstitšhušene tša pušo ya koporase. Se sengwe sa ditlwaedi tše, ke ponagalo ya go bitšwa “tlhatlaganyo ya molaodi”, mahlabišadihlong a nyakišišitšwe ka nyakišišong ye. Mokgwa wa khwalithethifi le taelo o šomišitšwe ka gare ga nyakišišo ye go nyakišiša dikhamphani tše di ngwadilwego lenaneong la Johannesburg Stock Exchange, le balaodi bao ba šomilego dibotong tša yona dinakong tše di nyakišišitšwego, e lego 2010 le 2016, ka morero wa go šetša ditlamorago tša tlhatlaganyo ya molaodi mo maemong a Afrika Borwa. Methopo ya maleba mabapi le pušo ya koporase, tlhatlaganyo ya molaodi le tshekatsheko di fihleletšwe. Tshekatsheko ya neteweke ya leago e dirišitšwe go sekaseka le go beakanya bogomo, tlhago le diphetogo tša sebopego tša tlhatlaganyo ya molaodi ka dipalopalo ka gare ga dikhamphani tša Afrika Borwa ka moka tše di ngwadilwego lenaneong mabapi le 2010 le 2016 ka kgopolo ya go ela hloko ditlholo le ditlamorago tša diphetogo tše di hlaotšwego gare ga 2010 le 2016, le dikhuetšo tše di kgonegang tša diphetogo tšeo tša pušo ya koporase ka Afrika Borwa. Dinako ka bobedi di diragetše kgauswinyana morago ga dinako tša mathata a ditšhelete goba kgolo ya ikonomi ye e phuhlamago, fao, ka go sepetšana le mekgwa ya lefase ka bophara, kopantšho ya ditšhelete le kgonagalo ya phokotšego ya ditiro tša ikonomi le bogolo bja diboto tša dikhamphani di tla letelwa. Kgopolo ya bogare, ya go bopša ka dikarolo tše tharo, e šomišitšwe ka tshekatshekong ya neteweke ya leago ya dipalopalo. Dikarolo tše e be e le bogare bja bogolo, tšeo e lego taetšo ya palo ya dikgokagano le bogolo bja tiro ya khamphani goba molaodi go dikhamphani tše dingwe ka gare ga neteweke, le bogare bja kelo, tšeo e lego kelo ya bogare bja khamphani goba molaodi le bokgole bjoo khamphani goba molaodi a šoma bjalo ka leporogo mo gare le go kgokagana le dikhamphani tše dingwe tše di nago le kgokagano ye botse le balaodi ka gare ga neteweke. Dikutullo tše di latelago tša go goga šedi di tšweletše go tšwa nyakišišong ye: koketšego ye kgolokgolo ya bogolo bja boto bja palo gare ga 2010 le 2016, koketšego ye e hlotšwego ka pitlaganong ya dineteweke gare ga 2010 le 2016, le tšhutišo ya go hlaka go tšwa go taolo ya dintlo tša moepo tše di hlalositšwego ka dinyakišišong tša pele go dikhamphani tša ditirelo tša ditšhelete ka 2010 le dikhamphani tša retheile ka 2016. Ka tshekatshekong ya dingwalo go ba gona ga bahuetši ba lefase ka sebopegong sa diboto tša khamphani di laeditšwe, gomme potšišo e botšišitšwe ge eba go na le bohlatse bofe goba bofe bja bahuetši ba go swana ka Afrika Borwa gomme, ge go le bjalo, ge eba go bile le diphetogo dife goba dife ka gare ga popego, dipharologantšho goba tlhago ya bahuetši ye vii bjalo go tloga ka 2010 go fihla ka 2016. Gape, potšišo e botšišitšwe ge eba diphetogo dife goba dife di ka bonwa mabapi le diketapele tša diboto tša khamphani ka netewekeng ya maatla a ikonomi ya tikologo. Dipoelo tša dinyakišišo di laetša gore go be go na le poelomorago ye e hlakileng ya dipoelo tša phetošo go ya go tlhomo leswa ya taolo ya banna ba bathobašweu ka gare ga maemo a go feta tekanyo a bahuetši a balaodi ka netewekeng ya Afrika Borwa 2016. Ka go hlokega ga bohlatse bja mafelelo bja go tšwa nyakišišong ye, boleng bja tlhatlaganyo ya molaodi bo sa ntše bo ngangišanwa kudu. Setlwaedi sa tlhatlaganyo ya molaodi se na le mohola goba se senya dikoporase le ponagalo ya ikonomi ye e nabilego, goba se ka ba bobedi sa mohola le go senya? Nyakišišo ye e fa bohlatse bja mafelelo bja gore boleng bja tlhatlaganyo bo laolwa ke tsela yeo bo šomišwago ka yona, go akaretšwa ka fao ditlholo, ditlamorago le diphetogo tša tlhatlaganyo ya molaodi di bago gona khamphaning e tee ka e tee. Mola bohlatse bo šišinya gore tlhatlaganyo ya molaodi, ge e šomišitšwe ka nepagalo, e ka ba le mohola, bothata bja malobanyana bja Steinhoff bo šomišetšwe go laetša gore gape bo ka ba kotsi, go ya ka fao bo šomišitšwego. Nyakišišo ye e gatelela boleng bja teori ya neteweke ya leago, teori ya boikanyo bja methopo, teori ya etšentshi, teori ya lefase le lenyane le diphetogo tša maatla, gagolo ka dinyakišišong tša pušo ya koporase le makala ao a amegago a nyakišišo. Nyakišišo ye ntle le pelaelo e kgathatema go tsebo ya mmele go pušo ya koporase ka kakaretšo le sebopego le go šoma ga diboto tša khamphani, go akaretšwa tlhatlaganyo ya molaodi, gagolo. Melawana ya tshepedišo ye e tšweletšeng go tšwa nyakišišong ye a ka no šomišwa go hlaola dibopego tša boto le bonkgetheng ba bolaodi ba go beelwa go thwalwa ga boto ka maikemišetšo le go efoga diphethene tše di nago le kgonagalo ya go senya tšeo gape di kago iša go palelwa go koporase / Business Management / D. B. L.

As rapid technological development constantly drives and reshapes the economy, it is vital for learners and teachers to be highly proficient in the use of Information and Communication Technology (ICT). The data collected revealed that the barriers to ICT integration can be viewed as deprivation to both teachers and learners, especially those with diverse disabilities and learning difficulties. ICT implementation is therefore more than just change driven by technology. It is an opportunity to assist everyone, including people from all income groups, policy-makers and leaders to support converging technologies to create a more inclusive and humane future. The research was designed as a case study. Face-to-face interviews were conducted, lesson observations were undertaken and qualitative questionnaires were administered as methods of data collection. The research population included principals and ICT teachers in the Manzini Region. The sample was made up of two principals and 13 teachers. The data was transcribed and presented as raw data and thereafter analysed thematically. The data collected was analysed qualitatively. The findings of the study were that the factors influencing ICT implementation in inclusive primary schools in Eswatini included a lack of skills and knowledge from teachers; the lack of teaching and learning time allocated to ICT; insufficient teaching and learning materials; a lack of motivation and an insufficient number of teachers. Other factors included the lack of support and collaboration from principals and the Government of Eswatini. In view of the above factors, some recommendations were made, namely, that the Ministry of Education should reintroduce ICT in all inclusive primary schools. The schools that offer ICT should consider increasing the time allocated for ICT and enhance Continuous Professional Development (CPD) for ICT teachers. They should also provide for learners with diverse disabilities and learning difficulties a variety of teaching materials such as assistive devices to enhance teaching and learning. / Njengaloku kutfutfuka ngekushesha kwetebuchwephesHe kuchubeka kucondzisa futsi kwakhA kabusha nemnotfo, kumcoka kutsi bothishela nebafundzi babe nelikhono leliphakeme lekusebentisa Lwatiso neKuchumana ngeTebuchwepheshe (i-ICT). Ledatha legcogciwe ivete kutsi tihibe tekuhlanganisa i-ICT tingabukwa njengekuncisha bothishela nebafundzi, ikakhulu kubafundzi labaphila nekukhubateka lokwehlukahlukene kanye nebulukhuni ekufundzeni. Kufezekiswa kwekusetjentiswa kwe-ICT ngako-ke kungetulu kwekutsi nje kuchutjwa ingucuko yetebuchwepheshe, kodvwa kulitfuba lekusita wonkhe umuntfu, lokufaka ekhatsi bantfu lababuya kuwo onkhe emacembu etemnotfo, labo lababhala tinchubomgmo nebaholi, kutsi basekele kuhlanganiswa kwetebuchwepheshe kute kudaleke likusasa lelifaka lonkhe luntfu. Lolucwaningo luhlelwe njengesifundvolucwaningo lwesehlakalo. Kubanjwe emainthaviyu buso nebuso, kwentiwa sifundvo sekucaphela kanye nemaphephambuto elizingasimo njengetindlela tekugcogca idatha. Linanibantfu lalolucwaningo lifaka ekhatsi bothishelanhloko kanye nabothishela labafundzisa i-ICT eSigodzini sakaManzini Eswatini. Lesamphuli yakhiwa bothishelanhloko lababili kanye nabothishela laba-13. Ledatha yabhalwa yetfulwa njengaloko injalo ingakahlutwa kwase kutsi-ke emva kwaloko yahlatiywa ngekwengcikitsi. Ledatha leyagcogcwa yahlatiywa ngekwelizingasimo. Lokutfolwe ngulesifundvolucwaningo kutsi timbangela letinemtselela ekufezekiseni kusetjentiswa kwe-ICT etikolweni temabanga laphansi letifaka wonkhe wonkhe Eswayini, kufaka ekhatsi kuswelakala kwemakhono nelwati kubothishela; sikhatsi sekufundzisa nekufundza lesinganeli lesiphakelwa kufundziswa kwe-ICT; ticukatsilwati tekufundzisa nekufundza letingakaneli; kubete umdlandla kanye nelinani lelingakaneli labothishela. Lenye imbangela kungabikhona kwekusekelwa nekuhlanganyela lokuvela kubothishelanhloko nakuhulumende weleSwatini. Ngekubuka letimbangela letingenhla, kwentiwe-ke letincomo letilandzelako: Litiko Letemfundvo kufanele kutsi liphindze letfule i-ICT kuto tonkhe tikolo temabanga laphansi letifundzisa wonkhe wonkhe, tikolo letifundzisa i-ICT kufanele kutsi tikubheke kwengetwa kwesikhatsi sekufundzisa i-ICT kanye nekwenta ncono Kutfutfukiswa Ngalokuchubekako Kwebungcweti (i-CPD) kubothishela labafundzisa i-ICT, kantsi futsi letikolo kufanele tinake nebafundzi labaphila nekukhubateka lokwahlukahlukene nebulukhuni bekufundza ngekutsi banikwe ticukatsilwati tekufundzisa letahlukahlukene njengetisetjentiswa tekusita kute kwentiwe ncono kufundzisa nekufundza. / Jaaka lebelo la tlhabololo ya thekenoloji le tswelela go tsamaisa le go bopa ikonomi sešwa, go botlhokwa gore barutwana le barutabana ba nne le bokgoni jo bo kwa godimo mo tirisong ya Thekenoloji ya Tshedimosetso le Tlhaeletsano (ICT). Data e e kokoantsweng e senotse gore dikgoreletsi tsa kgokaganyo ya ICT di ka bonwa e le tlhaelo mo barutabaneng le barutwaneng, bogolo segolo barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta. Ka jalo, tsenyotirisong ya ICT ga se fela diphetogo tse di tsamaisiwang ke thekenolooji; ke tšhono ya go thusa mongwe le mongwe, go akarediwa batho go tswa ka ditlhopheng tsotlhe tsa lotseno, badiradipholisi le baeteledipele, go tshegetsa dithekenoloji tse di kopanang go tlhama isago e e akaretsang e bile e le molemo. Patlisiso e rulagantswe jaaka thutopatlisiso e e lebelelang kgetsi. Go dirilwe dipotsolotso tsa namana, go nnile le kelotlhoko ya dithuto mme go dirisitswe dipampiripotsoloto tse di lebelelang mabaka jaaka mekgwa ya go kokoanya data. Setlhophasegolo sa patlisiso se akareditse bagokgo le barutabana ba ICT kwa Kgaolong ya Manzini kwa Eswatini. Sampole e ne e dirwa ke bagokgo ba le babedi le barutabana ba le 13. Data e ne ya gatisiwa mme ya tlhagisiwa e le data e e sa fetolwang mme morago ya lokololwa go ya ka meono. Data e e kokoantsweng e lokolotswe go ya ka mabaka. Diphitlhelelo tsa thutopatlisiso e nnile gore dintlha tse di tlhotlheletsang tsenyotirisong ya ICT mo dikolong tsa poraemari tse di akaretsang kwa Eswatini di akaretsa tlhaelo ya bokgoni le kitso mo ntlheng ya barutabana; nako e e sa lekanang ya go ruta le go ithuta e e rebolelwang ICT; dimatheriale tse di sa lekanang tsa go ruta le go ithuta; tlhaelo ya thotloetso le palo e e sa lekanang ya barutabana. Ntlha e nngwe e nnile tlhaelo ya tshegetso le tirisanommogo go tswa mo bagokgong le puso ya Eswatini. Ka ntlha ya dintlha tse di fa godimo, go dirilwe dikatlenegiso tse di latelang: Lefapha la Thuto le tshwanetse go itsese sešwa ICT mo dikolong tsotlhe tsa poraemari tse di akaretsang, dikolo tse di tlamelang ka ICT di tshwanetse go akanya ka go oketsa nako e e rebolelwang ICT le go tokafatsa Tlhabololo e e Tswelelang pele ya Seporofešenale (CPD) ya barutabana ba ICT, mme dikolo tseno di tshwanetse gape go akanyetsa barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta ka go ba tlamela ka dimatheriale tse di farologaneng tsa go ithuta di tshwana le didiriswa tse di thusang go tokafatsa go ruta le go ithuta. / Njengoba intuthuko yezobuchwepheshe esheshayo iqhubeka nokugqugquzela nokwakha kabusha umnotho, kubalulekile ukuthi abafundi nothisha babe nekhono eliphezulu ekusebenziseni Ulwazi Lwezobuchwepheshe Kwezokuxhumana. Imininingwane eqoqiwe iveze ukuthi izithiyo ekuhlanganisweni zoLwazi Lwezobuchwepheshe Kwezokuxhumana zingabhekwa njengokuncishwa amathiba kothisha nabafundi, ikakhulukazi abafundi abanokukhubazeka okuhlukahlukene nobunzima bokufunda. Ukuqaliswa koLwazi Lwezobuchwepheshe Kwezokuxhumana kungaphezu nje koshintsho oluqhutshwa ezobuchwepheshe; kuyithuba lokusiza wonke umuntu, kufaka phakathi abantu abavela kuyo yonke imikhakha yabaholayo, abenza izinqubomgomo kanye nabaholi, ukusekela ubuchwepheshe obuhlanganayo ukudala ikusasa eliyinhlanganisela futhi elinobuntu. Ucwaningo lwakhiwe njengesifundo esiwucwaningo lwesigameko. Kwenziwa inhlolokhono noma zingxoxo ubuso nobuso, kwenziwa ukubhekwa kwezifundo futhi kwenziwa nemibuzo esezingeni elifanele njengezindlela zokuqoqa imininingwane. Abantu abafakwe ocwaningweni babandakanya othishanhloko kanye nothisha boLwazi Lwezobuchwepheshe Kwezokuxhumana esifundeni saseManzini eSwatini. Isampula yayenziwe kothishanhloko ababili nothisha abayi-13. Idatha yabhalwa futhi yethulwa njengedatha engahlungiwe futhi ngemuva kwalokho yahlaziywa ngokulandelana. Imininingwane eqoqiwe yahlaziywa ngokufanele. Okutholakele kulolu cwaningo ngukuthi izinto ezinomthelela ekusebenzeni koLwazi Lwezobuchwepheshe Kwezokuxhumana ezikoleni zamabanga aphansi ezibandakanya bonke abantu eSwatini zibandakanya ukuntuleka kwamakhono nolwazi kothisha; isikhathi esinganele sokufundisa nokufunda esabelwe uLwazi Lwezobuchwepheshe Kwezokuxhumana izinto zokufundisa nokufunda ezinganele; ukungabi nogqozi kanye nenani elinganele lothisha. Enye yezimbangela ukungabikho kokwesekwa nokusebenzisana kothishanhloko nohulumeni wase-Eswatini. Ngenxa yalezi zinto ezingenhla, kwenziwa izincomo ezilandelayo: uMnyango Wezemfundo kufanele uphinde ufake uLwazi Lwezobuchwepheshe Kwezokuxhumana kuzo zonke izikole zamabanga aphansi ezibandakanyekayo, izikole ezifundisa uLwazi Lwezobuchwepheshe Kwezokuxhumana kufanele zicabangele ukukhulisa isikhathi sokufundisa esabelwe uLwazi Lwezobuchwepheshe Kwezokuxhumana futhi zithuthukise Ukuthuthukiswa Okuqhubekayo Kwezobuchwepheshe kothisha boLwazi Lwezobuchwepheshe Kwezokuxhumana, futhi lezi zikole kufanele futhi zihlinzeke izitshudeni ezinokukhubazeka okuhlukahlukene nobunzima bokufunda ngendlela yezinhlobonhlobo zezinto zokufundisa ezinjengamathuluzi okusiza ukuthuthukisa ukufundisa nokufunda. / M. Ed. (Inclusive Education)